Slide 1: It is my pleasure to share with you the design intent and iteration of the HumanMOOC. This course developed community while exploring the Community of Inquiry. The redesign included a competency based, badges first approach leveraging social media and asynchronous video.

Slide 2: My co-authors Dr. Bartoletti and Maha Al-Freih could not join me for this event so it is just me. Hello, I’m Whitney Kilgore, a PhD candidate in Learning Technologies at the University of North Texas.

Slide 3: The course was made available for educators who teach online. Our goal was to create a community where approaches for humanizing online courses could be shared within the course and beyond.

Slide 4: The course was originally built and taught in 2013 in order to share the concept of the community of inquire and explore tools and methods for enhancing each of the three forms of presence (teacher, social, & cognitive

Slide 5: In the redesign for 2015, we redesigned the course to align to the Penn State pedagogical competencies and developed competency based badge pathways.

Slide 6: The competency-based alignment mapping to course learning objectives ensured the mapping of the course outcomes to the competencies.

Slide 7: And the mapping of the learning outcomes to each activity allowed us to ensure that each badge pathway was assessed appropriately

Slide 8: The badge pathways required a series of activities for each of the (instructor, social, and cognitive presence) badges, however, the Community of Inquiry badge was stackable and required earning all three of the presence badges.

Slide 9: During this 4-week course we held a series of Google Hangouts with thought leaders regarding the design, communications and the theory, and research regarding CoI

Slide 10: We know learning is social and that students drop out of online courses due to their feeling of loneliness

Slide 11: So we explored the use of asynchronous video to enhance instructor presence online using Canvas Network, VoiceThread, and FlipGrid

Slide 12: Within the Canvas LMS, video can be added to ANY content area which means that discussions can be asynchronous video.

Slide 13: While discussions help us make meaning, the humanness of video antidotally speaking, seemed to help clarify meaning and intent.

Slide 14: VoiceThread allowed users to use voice, video or text to share their ideas

Slide 15: While VoiceThread was good, I preferred FlipGrid in this particular course. It was tablet and laptop compatible too.

Slide 16: Each learner is uniquely human. We simply explored a few tools and strategies to humanize their experience and help them do this for their students in the future.

Slide 17: Why do we teach? We want to help others learn. The feedback was deeply meaningful to us but we are just learning what the data shows…

Slide 18: So what’s next? Our research design looked at the notion of persistence in MOOCs, self-efficacy with social media & audio/video recording

Slide 19: Only 6% noted an increase in their self-efficacy for using social media for teaching and learning while 82% indicated an increase in their self-efficacy regarding using video and audio recording technologies.

Slide 20: What we know: Digital Educators who embrace the affordances of technology will transform education.